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"Teaching people about the world in which we live."

Botanical Gardens Lesson plan
This lesson is also available in a one day   plans.
by Lara Steele

This page contains, ready to go, all the background information you need to teach the Lifestyle Changes Lesson, including overheads, handouts, quizzes, and evaluation materials. You will need a computer, printer, pens, pencils, transparencies, and other 'normal' classroom supplies. Please feel free to use the provided materials, share them, reproduce them, but make sure TerraX.org receives credit.

Objectives

• The student will be able to state the main idea of a story.
• The student will be able to define a botanical garden.
• The student will be able to explain why botanical gardens are important.
• The student will be able to describe a plant in a scientific way.
• The student will be able to construct a model of a botanical garden and explain it.

Materials

• Information sheet on plant detail
• Plants worksheet
• Information sheet on botanical gardens project. (one per student) You may wish to provide a copy of the grading rubric along with this sheet
• Grading rubric
• Story
• Overhead or handouts of the botanical gardens example.  Color is preferable, but black and white is available.
• Overhead of plant details.
• Chalk board and chalk or overhead and overhead markers

Outline

Day one:

1. Read the material provided on Botanical Gardens to prepare yourself for this lesson.
2. Open class with an introduction, stating that you will be learning about botanical gardens.
3. Read the story to the class and ask the questions, allowing time for feedback and a small amount of discussion on the questions.
4. Brainstorm why botanical gardens exist.  Save this list for later reference.
5. Put up the overhead of the plant details.  Go over each item with the students.
6. Hand out the worksheet.
7. Have the students do the assignment as homework or take them outside as a group and have them do the worksheet with in class time.
8. Discuss some of the differences that students found in the same plants.  Why did one student consider something important while another ignored that part of the plant?

Day two:

1. Do a short introduction to remind the students of the topic and get them focused.
2. Put the brainstormed list back up and ask the students what they can add to it now.
3. Discuss the next project.  Use the overhead to demonstrate how the Brisbane Botanical Gardens designed and illustrated their gardens.
4. Give the students time to work on designing their gardens in class and assign the rest of the project as homework.
5. You may wish to give them a few days to work on this one.
6. Remind them that they will have to present them in class the day they are due.

Day four:

1. Have the students come up and give presentations to the class.
2. Make a concluding comment or two to sum up what they have learned.

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